Oxford Reading Tree PPTs: Australian Adventure. Free Presentation in PowerPoint format for kindergarten and First Graders with Interactive Games & Activities to improve Phonics, Writing and reading skills.

1. 1:30 1/36
What do you know about Australia?
LO: Introduce the topic and get familiar with each other.
1. Say hello to Ss and ask Ss to introduce themselves to each
other.
2. Introduce the topic and ask Ss to discuss what they know
about Australia.
TG

2. Class Rules
Listen and give feedback to each
other.
Hand in quality homework on
time.
Ask more than one question in
each class.
1
2
3
LO: Understand the class rules.
Go through the class rules with Ss.
TG
0:30 2/36

3. Learning Goals
LO: Get to know what they will learn in class.
Go through the learning goals with Ss. Make sure they know what
they’re going to learn in the lesson.
Note: Do not read the goals to Ss.
TG
0:30 3/36
1. Learn that in CVCe one-syllable words, the vowel letter usually has a
long vowel sound.
2. Learn the key words and phrases boomerang, dingo, flea, chase,
land, whisper, filthy, and light a fire, and understand them in
context.
3. Apply different reading strategies and skills when analyzing and
comprehending the content; describe characters’ feelings.
4. Talk about the story and discuss how you meet friends.

4. Presentation Time
Let’s make predictions!
Did you prepare the presentation you
were assigned in the last lesson?
Present your homework and tell us about
your best holiday.
Presentation
1:30 4/36
LO: Present the writing assignment from the last lesson.
1. Let Ss take turns presenting the writing assignment from the
last lesson.
2. Give feedback.
TG

5. Phonics
Phonics Learning
1:30 5/36
Listen and identify the long vowel sound in each word.
skate hike cube hole
nice Rose
In CVCe one-syllable words ending in the letter e,
________________ usually has a long vowel sound.
Phonics Rule
the vowel letter
LO: Identify the long vowel sounds in CVCe one-syllable words; learn the phonic
rule that in CVCe one-syllable words ending in letter e, the vowel letter usually has a
long vowel sound.
1. Click and read two words to Ss and have them identify the long vowel sounds.
2. Click and ask one S to read the given word and have the other S identify the
long vowel sound in the word; take turns.
3. Guide Ss to associate the long vowel sounds of the listed words with the letters
that make the sounds; click and ask the Ss to state the rule.
4. Click and guide Ss to apply the rule as they read the rest of the words.
TG

6. Phonics
Read on Your Own
LO: Decode the words accurately and fluently in text; read the text
fluently.
1. Guide Ss to read the story chorally with rhythm.
2. Ask Ss to take turns reading the text one sentence at a time.
TG
1:00 6/36
Mike likes to skate. His sister, Rose, likes
to hike. They found a nice cube in a
deep hole. They wanted to find a way to
get the cube out.

7. Discussion Background
LO: Activate Ss’ background knowledge of the topic; learn some
basic information about Australia.
1. Help the Ss learn basic information about Australia.
2. Guide Ss to discuss the given questions and give feedback.
TG
1:30 7/36
Australia
Australia is the sixth largest
country in the world. Canberra is
its capital, and its largest city is
Sydney. Although most of
Australia is semi-arid or desert,
the continent includes a diverse
range of habitats. Australia is
home to dingoes, platypus,
kangaroos, koalas, wombats and
many other animals.
1. Which animals do you think are
unique to Australia?
2. What interesting places do you know
in Australia?
3. Why are there so many species in
Australia?
The dingo is a dog that is
native to Australia. The
dingo's three main coat
colors are: light ginger or
tan, black and tan, or
creamy white.

8. Lead-in
Characters: people or
animals in the story.
LO: Get to know the main characters in the story.
1. Guide Ss to recognize the main characters in the story.
2. Ask Ss to name the characters they know in the illustration and match
the characters with their names.
TG
1:00 8/36
Characters
1. Who are the characters in the
story?
2. Which character do you like
best? Why?
Red
Ginger
Amber
Tan
Floppy
Characters
people or animals in a story

9. Lead-in
Book Cover
1:00
LO: Use the book cover to identify details and make predictions.
1. Guide Ss to look at the book cover closely and talk about the given
questions.
2. Encourage Ss to talk more about the Connections question and give
feedback.
TG
Before Reading
Connections
1. What might happen to Floppy?
2. What do you think this book will be
about? Why do you think that?
Have you ever been to Australia? If you
could go to Australia, what would you
do there?
9/36

10. Make Predictions Lead-in
LO: Use details from the picture to make predictions.
Explain how to make predictions.
1. Guide Ss to make predictions using the provided questions.
2. Encourage Ss to answer using the sentence frame.
Note: Model how to answer the second question using the sentence
frame.
TG
The picture of _______ makes me
think ____________.
1:30 10/36
Use details from the
illustration to make guesses.
1. Where might Floppy be? What
landscape can you see in the
illustration?
2. Make two predictions based on the
given picture from the book.

11. Reading
Australian Adventure
Pages 1-3 Use the illustration and context clues to
define the word boomerang.
Vocabulary
1:00
Biff threw her
boomerang really hard. It
flew up into the sky.
“I’ll show them I’m not
boring!” thought Floppy.
“I’ll make them laugh.”
11/36
LO: Define the unfamiliar word boomerang in context; read the text fluently.
1. Take turns reading the passage aloud. Guide Ss to pay attention to the
intonation and feelings while they read the text in quotation marks.
2. Have Ss use the illustration and context clues to define the word boomerang;
give feedback.
Note: If Ss can present a correct understanding of the unfamiliar word(s), it’s not
necessary to teach the word(s) in the next slide.
TG

12. Reading
1. What did Chip think of walking
Floppy? Why?
2. Why did Floppy want to make the
family laugh?
Comprehension
Read Pages 1-3
He’s ready to throw the boomerang,
which he bought in Australia.
boomerang
(n.)
Definition: a curved stick that flies in a
circle and comes back to you when you
throw it
If your mom bought you a pet dog,
would you like to walk the dog? Why?
Connections
2:00
Australian Adventure
12/36
LO: Apply the reading strategies and skills for reading comprehension and
connections; understand the word boomerang in context.
1. If the Ss can present a good understanding of the word boomerang in the
previous slide, skip the vocabulary teaching part. If not, explain the word
with the sample sentences and ask Ss to make new sentences with it.
2. Ask Ss to discuss the Comprehension questions and give feedback.
3. Have Ss discuss the questions in the Connections part.
TG

13. Reading
Pages 4-7
Splash! Floppy landed in the pond.
“Oh Floppy, you’re filthy!” said Mum.
Everyone laughed. Floppy was pleased.
“At last I made them laugh,” he
thought.
Use the illustration and context clues
to define the word filthy.
Vocabulary
1:00
Australian Adventure
13/36
LO: Define the unfamiliar word filthy in context.
Have Ss go through the text quickly and use the illustration and context clues to
define the word filthy.
Note: If Ss can present a correct understanding of the unfamiliar word(s), it’s not
necessary to teach the word(s) in the next slide.
TG

14. Reading
1. What happened to Floppy in the
pond? Why was he pleased?
2. Why did Floppy hide under Biff’s
bed? How did he feel?
3. Did Floppy expect the magic
adventure? How do you know?
Where do you think he would go?
Comprehension
2:00
The warehouse is filthy and smelly, and
it hasn’t been used for a very long
time.
filthy (adj.)
Definition: very dirty and disgusting
TG
Read Pages 4-7
Australian Adventure
14/36
LO: Apply the reading strategies and skills for reading comprehension; understand
the word filthy in context.
1. If the Ss can present a good understanding of the word filthy in the previous
slide, skip the vocabulary teaching part. If not, explain the word with the
sample sentences and ask Ss to make new sentences with it.
2. Ask Ss to take turns discussing the Comprehension questions and give
feedback.
TG

15. Reading
Suddenly, a boomerang flew
over his head. Whoosh! Another
one landed next to him. Then
Floppy saw some men.
“Go away you dirty dingo!” they
shouted.
Pages 8-9
1:00
Use the illustration and context clues to
define the word land.
Vocabulary
TG
Australian Adventure
15/36
LO: Define the unfamiliar word land in context; read the text in quotation marks
fluently and with expression.
1. Have Ss define the word land in context.
2. Guide Ss to imagine how the men felt when they said the words in quotation
marks.
Note: If Ss can present a correct understanding of the unfamiliar word(s), it’s not
necessary to teach the word(s) in the next slide
TG

16. Reading
Read Pages 8-9
2:00
Because of the bad weather, the plane
landed at New Zealand airport.
land (v.)
Definition: to move down through the air
onto the ground
1. What helped Floppy to have an
adventure?
2. Where did Floppy go? What was it
like there?
Comprehension
Australian Adventure
16/36
LO: Apply the reading strategies and skills for reading comprehension; understand
the word land in context.
1. If the Ss can present a good understanding of the word land in the previous
slide, skip the vocabulary teaching part. If not, explain the word with the
sample sentences and ask Ss to make new sentences with it.
2. Ask Ss to take turns discussing the Comprehension questions and give
feedback.
TG

17. Reading
Floppy ran away. The men chased him.
He ran past some rocks.
“Quick!” said a voice. “Hide here!”
The men ran past.
Page 10
1:00
Use the illustration and context clues to
define the word chase.
Vocabulary
Australian Adventure
17/36
LO: Define the unfamiliar word chase in context.
Have Ss go through the text quickly and use the illustration and context clues to
define the word chase.
Note: If Ss can present a correct understanding of the unfamiliar word(s), it’s not
necessary to teach the word(s) in the next slide.
TG

18. Reading
Read Pages 10-11
1. Why did the men call Floppy a dirty
dingo?
2. How did Floppy get away from the
men?
Comprehension
The little girl who is chasing ducks is
very naughty.
chase (v.)
Definition: to quickly move after
somebody or something in order to
catch them
2:00
Australian Adventure
18/36
LO: Apply the reading strategies and skills for reading comprehension; understand
the word chase in context.
1. If the Ss can present a good understanding of the word chase in the previous
slide, skip the vocabulary teaching part. If not, explain the word with the
sample sentences and ask Ss to make new sentences with it.
2. Ask Ss to take turns discussing the Comprehension questions and give
feedback.
TG

19. Reading
Use the illustration and context clues to
define the word dingo.
Vocabulary
Pages 12-13
1:00
“My name is Red,” said Red.
“This is Ginger, she’s Amber,
and he’s called Tan. We’re
dingos.”
“What’s a dingo?” asked
Floppy. “That’s what men call
us,” said Amber.
Australian Adventure
19/36
LO: Define the unfamiliar word dingo in context.
Have Ss go through the text quickly and use the illustration and context clues to
define the word dingo.
Note: If Ss can present a correct understanding of the unfamiliar word(s), it’s not
necessary to teach the word(s) in the next slide.
TG

20. Reading
1. What were the names of the dogs
Floppy met? How were the dogs
similar to, or different from Floppy?
2. Why did the men chase the dingoes?
How do you know?
Comprehension
After being hungry for so many days,
the pack of dingoes decided to hunt in
the Australian outback.
dingo (n.)
Definition: a wild Australian dog
2:00
Read Pages 12-13
Australian Adventure
Plural dingos
or dingoes
20/36
LO: Apply the reading strategies and skills for reading comprehension; understand
the word dingo in context.
1. If the Ss can present a good understanding of the word dingo in the previous
slide, skip the vocabulary teaching part. If not, explain the word with the
sample sentences and ask Ss to make new sentences with it.
2. Ask Ss to discuss the given questions and give feedback.
TG

21. “These are very old paintings,”
said Amber. “They show a time
when men and dingos lived
together.” “We used to help men
get food and sleep near their fires,”
said Red. “If only we didn’t have
fleas,” said Tan.
Reading
Use the illustration and context clues to
define the word flea.
Vocabulary
1:00
Pages 14-15
Australian Adventure
21/36
LO: Define the unfamiliar word flea in context.
Have Ss go through the text quickly and use the illustration and context clues to
define the word flea.
Note: If Ss can present a correct understanding of the unfamiliar word(s), it’s not
necessary to teach the word(s) in the next slide.
TG

22. Reading
Fleas may hide in our pets’ hair, so
we should bath our pets regularly.
flea (n.)
Definition: a small wingless insect that
jumps and bites animals and people
to suck their blood
1. Where did the dingoes take Floppy?
How might Floppy feel there? How do
you know?
2. What were the old paintings about?
Do you think it will be possible for the
dingoes and men to live together
again one day? Use evidence to
support your answer.
Comprehension
2:00
Read Pages 14-15
Australian Adventure
22/36
LO: Apply the reading strategies and skills for reading comprehension; understand
the word flea in context.
1. If the Ss can present a good understanding of the word flea in the previous
slide, skip the vocabulary teaching part. If not, explain the word with the
sample sentences and ask Ss to make new sentences with it.
2. Ask Ss to take turns discussing the Comprehension questions and give
feedback.
TG

23. Reading
Outside the cave it was getting dark. The
night was cold. Far away, the men had lit a
fire.
“Let’s hide near the men,” said Red.
Page 16
Use the illustration and context clues to
define the phrase light a fire.
Vocabulary
1:00
Australian Adventure
23/36
LO: Define the unfamiliar phrase light a fire in context.
Have Ss go through the text quickly and use the illustration and context clues to
define the phrase light a fire.
Note: If Ss can present a correct understanding of the unfamiliar phrase, it’s not
necessary to teach the phrase in the next slide.
TG

24. Reading
Reading
The man lit a fire with a match to see
what was inside the dark cave.
light a fire
Definition: to start a fire by making a
flame
1. How do you think Floppy and the
dingoes felt when they saw that
the men had lit a fire outside?
2. Why did Red want to hide near the
men? What did he do?
Comprehension
2:00
Australian Adventure
24/36
LO: Apply the reading strategies and skills for reading comprehension; understand
the phrase light a fire in context.
1. If the Ss can present a good understanding of the phrase light a fire in the
previous slide, skip the vocabulary teaching part. If not, explain the phrase with
the sample sentences and ask Ss to make new sentences with it.
2. Ask Ss to take turns discussing the Comprehension questions and give
feedback.
TG

25. Reading
One of the men was telling a story. It was
about a time long ago, when the world
began.
“Those times long ago were called The
Dreamtime,” whispered Amber.
Use the illustration and context clues to
define the word whisper.
Vocabulary
Page 17
1:00
Australian Adventure
25/36
LO: Define the unfamiliar word whisper in context.
Have Ss go through the text quickly and use the illustration and context clues to
define the word whisper.
Note: If Ss can present a correct understanding of the unfamiliar word(s), it’s not
necessary to teach the word(s) in the next slide.
TG

26. Reading
1. What was the time from long ago
called?
2. The man told a story. What was
the story about?
Comprehension
2:00
The two girls always whisper to each
other and no one else can hear.
whisper (v.)
Definition: to speak very quietly to
someone so that the others cannot hear
what you are saying
Australian Adventure
26/36
LO: Apply the reading strategies and skills for reading comprehension; understand
the word whisper in context.
1. If the Ss can present a good understanding of the word whisper in the
previous slide, skip the vocabulary teaching part. If not, explain the word with
the sample sentences and ask Ss to make new sentences with it.
2. Ask Ss to take turns discussing the Comprehension questions and give
feedback.
TG

27. 27/36
Reading Strategy
2:00
Describe the Character’s Feelings
A Character’s feelings are the emotions a character is
having throughout a story.
Character’s
Feeling at the
Beginning
Character’s
Feelings
Ask yourself:
 How did the character feel at the beginning?
 How did the character feel in the middle?
 How did the character feel at the end?
Character’s
Feeling in
the Middle
Character’s
Feeling at
the End
Character:
Floppy
Beginning Middle End
Feeling
Why? • Floppy ran away. The
men chased him.
• “At least I made
them laugh,” he
thought.
• curious
• scared
How did Floppy feel throughout the story?
• pleased
• Some of the paintings
were of animals Floppy
had never seen before.
LO: Review the concept of characters’ feelings; understand how to use the reading
strategies and skills for describing characters’ feelings.
1. Check what Ss know about characters’ feelings; help recall what they know
about the strategy.
2. Guide Ss to review the definition of characters’ feelings and tell Ss to describe
the changes in characters’ feelings with the following questions.
3. Model the change in Floppy’s feelings using the chart; click and display the
sample answer and give feedback.
TG

28. Describe the Character’s Feelings Reading Strategy
2:00
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Beginning
Middle
Choose one character in the story and describe
his/her feelings throughout the story.
• scared
• curious
• sad
• . . .
• bored
• pleased
• happy
• . . .
End
• excited
• nervous
• angry
• . . .
Characters
• Mum
• Chip
• Floppy
• Red
• Ginger
• Tan
• Amber
Why?
Why?
Why?
LO: Apply the reading strategies and skills for describing characters’ feelings to
analyze the story.
1. Click and have Ss work together to choose one character and describe the
changes in his/her feelings.
2. Give feedback.
TG

29. Read & Choose Vocabulary
LO: Check if Ss understand the words in context.
1. Ask Ss to take turns reading the words aloud.
2. Ask Ss to complete the sentences by filling in the blanks.
1. The man wearing sunglasses leaned over and ____________
to the girl next to him.
2. The most exciting thing for his pet dog was to play fetch
with a _______________.
3. A noisy mosquito flew over my head and ____________ on
my nose.
4. When we were young children, we ___________ each other
around the kitchen table.
whispered
boomerang
chased
boomerang, land,
chase, whisper
landed
TG
1:00
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Complete the sentences. Use the
correct form of the words in the box.

30. Listening & Speaking
How did Floppy
meet his new
friends?
1:30
 a red desert
 chase
 run past some rocks
 behind the rocks
30/36
LO: Talk about how Floppy met his new friends using details.
1. Instruct Ss to discuss how Floppy met his new friends by asking and answering
the given question.
2. Encourage Ss to answer the question using the given clues and to present their
answers with at least 3 complete sentences; assist Ss if necessary.
TG

31. Listening & Speaking
How did you
meet your best
friends?
 at school
 at a party
 play games/sports
 at a competition
 go camping
1:30
31/36
LO: Talk about how the Ss met their best friends.
1. Ask Ss to talk about how they met their best friends by asking each other the
given question.
2. Encourage Ss to answer the question in complete sentences with the given
clues; assist Ss if necessary.
TG

32. How do you get along with friends?
Value
1:30
Be Nice
32/36
LO: Talk about how the Ss get along with their friends and if they feel friends are
important.
1. Guide Ss to look at the pictures; have Ss talk about how they get along with
their friends.
2. Guide Ss to realize the importance of showing kindness to friends in our lives.
Assist Ss if necessary.
TG

33. When he went
into a cave.
When he landed in
the pond.
When he went to
the red desert.
When he met
the dingoes.
When he hid
under the bed.
When he chased after
the boomerang.
Get Ready to Present Writing
2:30
Floppy’s
Feelings
33/36
 Describe how Floppy’s feelings change by answering the questions in the bubble
map.
 Work together to complete the task.
LO: Describe the changes to Floppy’s feelings using the bubble map.
1. Explain the task to Ss.
2. Model first; have Ss discuss the changes to Floppy’s feelings in the story using
the bubble map.
3. Give feedback.
TG

34. Homework: My Adventure in a Desert Writing
LO: Understand what the writing task is; know they can complete the
writing task with the help of the post-class instructional video.
1. Introduce and explain the writing task to Ss.
2. Ask Ss to finish the task before the next class and be ready to
present.
3. Remind Ss to watch the post-class video before writing.
Write a short story to describe your
adventure in a desert with a treasure
map in three paragraphs.
TG
Watch the post-class video
before you start writing.
1:00
34/36
Step 1. Brainstorm: Collect Ideas
Step 2. Prewrite: Make a Plan for Your Writing
Step 3. Draft: Write the First Version of Your Story

35. Review
Let’s Review
LO: Review the whole lesson.
1. Review the key words with Ss by asking Ss to make sentences.
2. Review the story with Ss by asking the given questions.
Story: Australian Adventure
Key Words:
boomerang, dingo, flea, chase, land,
whisper, filthy, light a fire
Key Questions:
1. How did Floppy meet his new friends?
2. How did you meet your best friends?
TG
1:00
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36. 0:30 36/36
LO: End the lesson and encourage Ss to perform better in the next class.
1. Give brief comments on Ss’ performance.
2. Say goodbye to Ss.
3. Ask Ss to preview the next lesson.
TG